بازاندیشی در برنامه درسی پنهان برای توسعه هوش هیجانی دانشجویان: تحلیلی با رویکرد سطوح شناختی بلوم | ||
| مدیریت و برنامه ریزی در نظام های آموزشی | ||
| مقاله 7، دوره 18، شماره 2 - شماره پیاپی 35، مهر 1404، صفحه 175-200 اصل مقاله (1.03 M) | ||
| نوع مقاله: علمی - پژوهشی | ||
| شناسه دیجیتال (DOI): 10.48308/mpes.2026.241930.1664 | ||
| نویسندگان | ||
| سعیده دباغیان1؛ مرتضی رضایی زاده* 2؛ فرنوش اعلامی3؛ حامد حسینی ضرابی4؛ وحید نجاتی5 | ||
| 1دانشجوی دکتری، گروه علوم تربیتی، دانشکده علوم تربیتی و روانشناسی، دانشگاه شهید بهشتی،تهران،ایران | ||
| 2استادیار گروه علوم تربیتی، دانشکده علوم تربیتی و روانشناسی، دانشگاه شهید بهشتی، تهران، ایران | ||
| 3استادیار گروه علوم تربیتی، دانشکده علوم تربیتی و روانشناسی، دانشگاه شهید بهشتی،تهران،ایران | ||
| 4استادیار گروه توسعه کارآفرینی، دانشکده کارآفرینی، دانشگاه تهران، تهران، ایران | ||
| 5استاد گروه روانشناسی، دانشکده علوم تربیتی و روانشناسی، دانشگاه شهید بهشتی، تهران، ایران | ||
| چکیده | ||
| هدف: در نظام آموزش عالی معاصر، ارتقای هوش هیجانی دانشجویان دیگر یک مزیت تلقی نمیشود، بلکه ضرورتی راهبردی برای افزایش موفقیت تحصیلی، رشد حرفهای و یادگیری مستمر آنان به شمار میآید. زیرا یادگیری تنها یک امر شناختی نیست؛ بلکه مهارتهای هیجانی و اجتماعی را در بر میگیرد. از اینرو دانشگاهها در قرن بیست ویکم علاوه بر وظیفه انتقال دانش تخصصی، رسالت پرورش مهارتهای نرم از جمله شایستگیهای هیجانی، اجتماعی و اخلاقی را نیز بر عهده دارند. با این حال، مرور سیاستها و برنامههای آموزشی در دانشگاههای ایران نشان میدهد که برنامههای رسمی درسی کمتر به توسعه مهارتهای نرم از جمله مهارتهای هیجانی و تنظیم عاطفی توجه دارند و تمرکز اصلی برنامههای آموزشی بر انتقال دانش نظری و سنجش آن باقی مانده است. ازاینرو، یکی از چالشهای اساسی آموزش عالی، فقدان رویکردی نظاممند و عملیاتی برای پرورش هوش هیجانی در برنامههای دانشگاهی است. با توجه به اینکه برنامه درسی پنهان نقش مؤثری در شکلگیری مهارتهای نرم ایفا میکند، این پژوهش با رویکردی تحلیلی و بومی میکوشد راهکارهای عملی توسعه هوش هیجانی را در چارچوب نظام آموزش عالی، با تأکید بر ظرفیتهای برنامه درسی پنهان، شناسایی و تبیین کند. مواد و روشها: پژوهش حاضر با هدف شناسایی و تحلیل راهکارهای مؤثر در توسعه هوش هیجانی دانشجویان ایرانی، با تأکید بر ظرفیتهای برنامه درسی پنهان انجام شد. این پژوهش از حیث هدف، کاربردی و با رویکرد کیفی و راهبرد پدیدارشناسی است. این رویکرد به دلیل ضرورت درک تجربه زیسته متخصصان در حوزه آموزش و روانشناسی انتخاب شد. جامعه پژوهش شامل متخصصان حوزه علوم تربیتی و روانشناسی با سابقه فعالیت علمی یا اجرایی در زمینه هوش هیجانی و آموزش عالی بود. با استفاده از نمونهگیری هدفمند (ملاکمحور)، ۱۲ نفر از متخصصان انتخاب شدند. دادهها از طریق مصاحبههای نیمه ساختاریافته گردآوری و تا رسیدن به اشباع نظری ادامه یافت. تحلیل دادهها با نرمافزار MAXQDA براساس تحلیل مضمون شش مرحلهای براون و کلارک (2006) انجام گرفت. جهت اعتباریابی دادههای مصاحبه از روشهای: خود بازبینی پژوهشگر در فاصلههای زمانی مختلفی، بازبینی مفاهیم و مقولهها توسط تیم پژوهشی، یک ناظر خارجی جهت افزایش دقت و ثبات در استخراج یافتهها و بازخورد مشارکتکننده جهت درک بهتر و رفع ابهام پژوهشگر استفاده شد. بحث و نتیجهگیری: 11 مقوله اصلی بهعنوان مؤثرترین راهکارهای توسعه هوش هیجانی دانشجویان به دست آمد و براساس نظرات مشارکتکنندگان در تحقیق، هر یک بهطور دقیق تبیین شدند. اغلب این راهکارها در قالب برنامه درسی پنهان (ضمنی) قرار میگیرد و میتوان به صورت غیرمستقیم برای توسعه چنین مهارتهایی اقدام کرد. راهکارهای به دست آمده به شرح زیر میباشد: 1. آگاهی بخشی نسبت به حوزه هیجانات 2. افزایش دامنه لغات و واژههای هیجانی 3. افزایش توانایی بهکارگیری شیوههای مناسب ابراز هیجان 4. آشنایی با راهکارهای تنظیم و مدیریت هیجان 5. ایجاد باور به امکان مدیریت هیجانات و تغییرپذیری انسان 6. ایفای نقش تأملی 7. ایجاد فضای به اشتراکگذاری احساسات و معتبر شمردن آنها 8. الگوسازی برای دانشجویان 9. نوشتن درباره هیجانات 10.استفاده از روشهای تدریس گروهی مانند همیارانه 11. شناسایی فاصله بین وضعیت فعلی و وضعیت ایدهآل دانشجویان. راهکارهای 11 گانه بالا براساس الگوی بهروز شده انتظارات یادگیری بلوم طبقهبندی شدند و مشخص شد که عمده این روشها، مرتبط با سطوح پایین شناختی مورد اشاره در الگوی بلوم بودهاند. دلایل و پیامدهای این نقیصه مورد بحث و بررسی قرار گرفته و ضرورت توجه به راهحلهای مرتبط با سطوح بالای شناختی بلوم مورد توجه قرار گرفته است. علاوه بر آن، روشهای ارتقای هوش هیجانی مورد اشاره، با الگوی KSA در زمینه شایستگیها نیز مورد تطابق قرار گرفته است و مشخص شده است که همه انواع شایستگیها اعم از دانش، مهارت و بینش، توسط راهحلهای یاد شده مورد پوشش قرار گرفتهاند. در نهایت بر پایه یافتههای پژوهش، پیشنهاد میشود که تقویت هوش هیجانی بهجای برنامههای منفصل و رسمی آموزشی، در دل ساختارهای جاری آموزش دانشگاهی ادغام گردد. در این راستا، ضروری است استادان و برنامهریزان آموزشی در طراحی روشهای تدریس، مدیریت کلاس و الگوهای تعامل آموزشی بازنگری کنند تا از طریق فرایندهای ضمنی و روزمره، فرصتهای پایدارتری برای ارتقای مهارتهای هیجانی و اجتماعی ایجاد شود. در انتها، پیشنهاداتی برای محققان آینده ارائه شده است. | ||
| کلیدواژهها | ||
| هوش هیجانی؛ برنامه درسی پنهان؛ سطوح شناختی بلوم؛ دانشجویان | ||
| عنوان مقاله [English] | ||
| Rethinking Hidden Curriculum for Student Emotional Intelligence Development: A Bloom’s Taxonomy Cognitive Levels Analysis | ||
| نویسندگان [English] | ||
| Saeedeh Dabaghian1؛ Morteza RezaeiZadeh2؛ Sarnoosh Alami3؛ Hamed Hoseini zarrabi,4؛ Vahid nejati5 | ||
| 1Ph.D. Student, Department of Educational Sciences, Faculty of Educational Sciences and Psychology, Shahid Beheshti University, Tehran, Iran | ||
| 22. Assistant Professor, Department of Educational Sciences, Faculty of Educational Sciences and Psychology, Shahid Beheshti University, Tehran, Iran | ||
| 33. Assistant Professor, Department of Educational Sciences, Faculty of Educational Sciences and Psychology, Shahid Beheshti University, Tehran, Iran | ||
| 44. Assistant Professor, Department of Entrepreneurship, Faculty of Entrepreneurship, University of Tehran, Tehran, Iran | ||
| 55. Professor, Department of Educational Sciences, Faculty of Educational Sciences and Psychology, Shahid Beheshti University, Tehran, Iran | ||
| چکیده [English] | ||
| Objective: In contemporary higher education, enhancing students’ emotional intelligence (EI) is no longer regarded as an optional advantage but rather as a strategic necessity for improving academic success, professional development, and lifelong learning. Learning is not solely a cognitive process; it also encompasses emotional and social dimensions. Accordingly, universities in the twenty-first century are expected not only to transmit specialized knowledge but also to cultivate soft skills, including emotional, social, and ethical competencies. Nevertheless, a review of educational policies and curricula in Iranian universities indicates that formal academic programs pay limited attention to the development of soft skills, particularly emotional competencies and emotion regulation. Instead, instructional efforts remain largely focused on the transmission and assessment of theoretical knowledge. As a result, one of the key challenges facing higher education is the lack of systematic curricular planning for the development of emotional intelligence. This situation underscores the need for research that adopts an analytical and context-sensitive perspective to identify and propose practical strategies for fostering EI within university education. Materials and Methods: The present study aimed to identify and analyze effective strategies for enhancing the emotional intelligence of Iranian university students, with particular emphasis on the capacities of the hidden curriculum. This applied study employed a qualitative design using a phenomenological approach, chosen to capture the lived experiences of experts in education and psychology. The research population consisted of specialists in educational sciences and psychology with academic or professional experience in emotional intelligence and higher education. Using purposive, criterion-based sampling, twelve experts were selected. Data were collected through semi-structured interviews and continued until theoretical saturation was achieved. Data analysis was conducted using MAXQDA software and followed Braun and Clarke’s (2006) six-phase thematic analysis procedure. To ensure the trustworthiness of the findings, multiple validation strategies were applied, including repeated researcher self-review at different time intervals, peer review of codes and categories by the research team, external auditing to enhance analytical rigor and consistency, and participant feedback to clarify interpretations and reduce ambiguity. Discussion and Conclusion: Analysis of the interview data resulted in the identification of eleven main categories representing the most effective strategies for developing students’ emotional intelligence. Based on participants’ perspectives, these strategies were elaborated in detail and were found to operate primarily within the domain of the hidden (implicit) curriculum, indicating that emotional intelligence can be fostered indirectly through everyday educational practices. The identified strategies included: (1) raising awareness of emotions and their functions, (2) expanding students’ emotional vocabulary, (3) enhancing the ability to use appropriate methods of emotional expression, (4) increasing familiarity with strategies for emotion regulation and management, (5) strengthening beliefs in the possibility of managing emotions and in human changeability, (6) engaging in reflective role-taking, (7) creating spaces for sharing emotions and validating them, (8) modeling emotionally competent behaviors for students, (9) encouraging writing about emotions, (10) employing group-based instructional methods such as peer-assisted learning, and (11) identifying the gap between students’ current emotional state and their ideal emotional condition. These eleven strategies were subsequently classified according to the revised Bloom’s taxonomy of learning objectives. The findings indicated that the majority of the strategies corresponded to lower-order cognitive levels. The reasons for and implications of this limitation were examined, highlighting the necessity of greater attention to strategies targeting higher-order cognitive processes. Furthermore, the identified strategies were aligned with the Knowledge–Skills–Attitudes (KSA) competency model, demonstrating that all three dimensions of competence—knowledge, skills, and attitudes—were addressed by the proposed approaches. Based on the findings, it is recommended that the development of emotional intelligence be integrated into existing higher education structures rather than implemented through separate and formal training programs. Accordingly, faculty members and educational planners should reconsider instructional design, classroom management practices, and patterns of pedagogical interaction in order to create sustainable, implicit opportunities for enhancing students’ emotional and social competencies. Finally, suggestions are offered for future research. | ||
| کلیدواژهها [English] | ||
| Emotional Intelligence, Hidden Curriculum, University Students, Bloom’s Taxonomy | ||
| مراجع | ||
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